6,638 results match your criteria Child Development[Journal]


Time Spent Gaming and Social Competence in Children: Reciprocal Effects Across Childhood.

Child Dev 2019 Apr 23. Epub 2019 Apr 23.

Norwegian University of Science and Technology.

Electronic games are popular and many children spend much time on this activity. Here we investigate whether the quantity of time children spend on gaming is related to their social development, making this the first study to examine this relationship in children. We examine prospective relations between time spent gaming and social competence in a community sample of Norwegian 6 year olds (n = 873) followed up at ages 8, 10, and 12, controlling for socioeconomic status, body mass index, and time spent gaming together with friends. Read More

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http://dx.doi.org/10.1111/cdev.13243DOI Listing

Racial Disparities in Sleep: Associations With Discrimination Among Ethnic/Racial Minority Adolescents.

Child Dev 2019 Apr 3. Epub 2019 Apr 3.

Auburn University.

This study investigates the same-day associations between discrimination and sleep among 350 adolescents ages 13-15 (M = 14.29, SD = 0.65; Asian = 41%, Black = 22%, Latinx = 37%). Read More

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http://dx.doi.org/10.1111/cdev.13234DOI Listing
April 2019
1 Read

Parenting Teamwork: The Impact of a Fathering Intervention on Mothers and Infants in Vietnam.

Child Dev 2019 Apr 1. Epub 2019 Apr 1.

Hanoi University of Public Health.

A multifaceted, relationally focused intervention involving group and individual pre- and postnatal counseling, print resources, and community resources encouraged 390 fathers of newborn infants in Vietnam to responsively support mothers and work with them as a parenting team. Both partners completed questionnaires prebirth and 1-, 4-, and 9-months postbirth on measures of breastfeeding support, exclusive breastfeeding duration, relationship quality, and infant development. Compared to 412 comparison group couples, intervention couples evidenced greater father support, especially in terms of helping and responsiveness to the mother's needs. Read More

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http://dx.doi.org/10.1111/cdev.13244DOI Listing

Deviant Peer Factors During Early Adolescence: Cause or Consequence of Physical Aggression?

Child Dev 2019 Apr 1. Epub 2019 Apr 1.

Virginia Commonwealth University.

This study investigated reciprocal relations between adolescents' physical aggression and their perceptions of peers' deviant behaviors and attitudes. Analyses were conducted on four waves of data from 2,290 adolescents (ages 10-16) from three urban middle schools. Autoregression models revealed reciprocal relations between peer factors (i. Read More

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http://dx.doi.org/10.1111/cdev.13242DOI Listing
April 2019
2 Reads

The Influence of Direct and Overheard Messages on Children's Attitudes Toward Novel Social Groups.

Child Dev 2019 Mar 30. Epub 2019 Mar 30.

Franklin & Marshall College.

Individuals often develop negative biases toward unfamiliar or denigrated groups. Two experimental studies were conducted to investigate the extent to which brief negative messages about novel social groups influence children's (4- to 9-year-olds'; N = 153) intergroup attitudes. The studies examined the relative influence of messages that are provided directly to children versus messages that are overheard and examined whether the force of these messages varies with children's age. Read More

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http://dx.doi.org/10.1111/cdev.13238DOI Listing

Transactional Links Between Social Anxiety Symptoms and Parenting Across Adolescence: Between- and Within-Person Associations.

Child Dev 2019 Mar 30. Epub 2019 Mar 30.

KU Leuven.

This 4-year longitudinal multi-informant study examined between- and within-person associations between adolescent social anxiety symptoms and parenting (parental psychological control and autonomy support). A community sample of 819 adolescents (46.1% girls; M T  = 13. Read More

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http://dx.doi.org/10.1111/cdev.13236DOI Listing
March 2019
1 Read

Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other-A Longitudinal Study Across Grades 1 and 9.

Child Dev 2019 Mar 30. Epub 2019 Mar 30.

University of Jyväskylä.

This study examines associations between leisure reading and reading skills in data of 2,525 students followed from age 7 to 16. As a step further from traditional cross-lagged analysis, a random intercept cross-lagged panel model was used to identify within-person associations of leisure reading (books, magazines, newspapers, and digital reading), reading fluency, and reading comprehension. In Grades 1-3 poorer comprehension and fluency predicted less leisure reading. Read More

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http://dx.doi.org/10.1111/cdev.13241DOI Listing

Children's Inferences About Friendship and Shared Preferences Based on Reported Information.

Authors:
Narges Afshordi

Child Dev 2019 Mar 30. Epub 2019 Mar 30.

Harvard University.

Two experiments (total N = 195) examined third-party inferences about friendship and shared preferences from reported dyadic information. Four-year-olds (N = 48) inferred friendship between individuals based on reports of prosocial behavior, and similarity, but not based on arbitrary links. Children privileged prosocial behavior over similarity when asked to adjudicate between the two. Read More

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http://dx.doi.org/10.1111/cdev.13237DOI Listing

Trust and Discipline: Adolescents' Institutional and Teacher Trust Predict Classroom Behavioral Engagement following Teacher Discipline.

Child Dev 2019 Mar 30. Epub 2019 Mar 30.

University of Pittsburgh.

This daily diary study examined how adolescents' institutional and teacher-specific trust predicted classroom behavioral engagement the day after being disciplined by that teacher. Within mathematics classrooms, adolescents (N = 190; M  = 14 years) reported institutional and teacher-specific trust and then completed a 15-day diary assessing teacher discipline and behavioral engagement. The results indicated that, among adolescents with low teacher trust, discipline was unrelated to next-day behavior. Read More

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http://dx.doi.org/10.1111/cdev.13233DOI Listing

Differential Influence of Same- and Cross-Ethnic Friends on Ethnic-Racial Identity Development in Early Adolescence.

Child Dev 2019 Mar 30. Epub 2019 Mar 30.

University of Mannheim.

Recent research has shown that peers influence ethnic-racial identity (ERI) development during early adolescence. Arguments based on social identity theory, however, suggest that only same-ethnic but not cross-ethnic friends are important for ERI development. Using longitudinal social network analysis, we examined peer influence of both same- and cross-ethnic friends on ERI attachment and private regard. Read More

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http://dx.doi.org/10.1111/cdev.13240DOI Listing

Socioeconomic Disparities in Language Input Are Associated With Children's Language-Related Brain Structure and Reading Skills.

Child Dev 2019 Mar 28. Epub 2019 Mar 28.

Teachers College, Columbia University.

The mechanisms underlying socioeconomic disparities in children's reading skills are not well understood. This study examined associations among socioeconomic background, home linguistic input, brain structure, and reading skills in 5-to-9-year-old children (N = 94). Naturalistic home audio recordings and high-resolution, T1-weighted MRI scans were acquired. Read More

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http://dx.doi.org/10.1111/cdev.13239DOI Listing
March 2019
2 Reads

Does Exposure to Code-Switching Influence Language Performance in Bilingual Children?

Child Dev 2019 Mar 28. Epub 2019 Mar 28.

University of Wisconsin-Madison.

This study investigated whether the effect of exposure to code-switching on bilingual children's language performance varied depending on verbal working memory (WM). A large sample of school-aged Spanish-English bilingual children (N = 174, M  = 7.78) was recruited, and children were administered language measures in English and Spanish. Read More

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http://dx.doi.org/10.1111/cdev.13235DOI Listing

Explain This, Explore That: A Study of Parent-Child Interaction in a Children's Museum.

Child Dev 2019 Mar 13. Epub 2019 Mar 13.

The University of Texas at Austin.

Parents visiting a gear exhibit at a children's museum were instructed to encourage their children (N = 65; ages 4-6) to explain, explore, or engage as usual. Instructions led to different patterns of play at the exhibit: Encouragement to explain led to greater discussion of gear mechanisms, whereas encouragement to explore led to more time connecting gears. In the explain condition, parents' questions predicted their children's discussion and further testing of gears. Read More

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http://dx.doi.org/10.1111/cdev.13232DOI Listing
March 2019
5 Reads

Addressing Sexism With Children: Young Adults' Beliefs About Bias Socialization.

Child Dev 2019 Mar 7. Epub 2019 Mar 7.

The Pennsylvania State University.

College students' beliefs concerning socializing children about sexism and other culturally important topics were investigated using mixed methods. In Study 1, participants (N = 71) defined sexism and explained their beliefs about addressing sexism with children. Thirty-five percent argued against childhood sexism-socialization. Read More

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http://dx.doi.org/10.1111/cdev.13230DOI Listing

Parents' Expectations for and Reactions to Children's Racial Biases.

Child Dev 2019 Mar 2. Epub 2019 Mar 2.

University of Wisconsin-Madison.

How do parents think about and react to their children's racial biases? Across three studies (N = 519) we investigated whether and how parents' Internal Motivation to Respond without Prejudice Scale (IMS) predicted standards for their children's race-related behavior, and tested parents' affective reactions to imagining their children violating their standards. Studies 1 and 2 demonstrated that parents (of 4- to 12-year-old children) with high IMS set more stringent standards for their children's race-related behavior than their low IMS counterparts. Upon considering their children expressing racial bias, high IMS parents reported negative self-directed affect (i. Read More

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http://dx.doi.org/10.1111/cdev.13231DOI Listing

Classroom Popularity Hierarchy Predicts Prosocial and Aggressive Popularity Norms Across the School Year.

Child Dev 2019 Mar 2. Epub 2019 Mar 2.

Utrecht University.

This study examined the coevolution of prosocial and aggressive popularity norms with popularity hierarchy (asymmetries in students' popularity). Cross-lagged-panel analyses were conducted on 2,843 secondary school students (N  = 120; M  = 13.18; 51. Read More

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http://dx.doi.org/10.1111/cdev.13228DOI Listing
March 2019
4 Reads

Promoting Compliance in Children Referred to Child Protective Services: A Randomized Clinical Trial.

Child Dev 2019 Feb 28. Epub 2019 Feb 28.

University of Delaware.

Early experiences of maltreatment have long-term negative effects on children's compliance. This randomized clinical trial examined whether a brief preventative intervention (Attachment and Biobehavioral Catch-up; ABC) was effective in enhancing compliance in children who had been referred to Child Protective Services. Participants included 101 parent-child dyads who received either ABC or a control intervention when children were infants (M = 9. Read More

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http://dx.doi.org/10.1111/cdev.13207DOI Listing
February 2019
1 Read

The Role of Motor Competences in Predicting Working Memory Maintenance and Preparatory Processing.

Child Dev 2019 Feb 21. Epub 2019 Feb 21.

University of Basel.

The purpose of the study was the examination of the longitudinal association between motor competences and changes in preparatory processing during a task requiring working memory maintenance. At baseline, 52 Caucasian children aged 10-12 years completed the MOBAK-5 test battery and a Sternberg task, whereas the cue-P300 and the initial contingent negative variation (iCNV) were recorded via electroencephalography. After 9 months, the Sternberg task was administered again to assess changes in these neurophysiological indices and behavioral performance. Read More

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http://dx.doi.org/10.1111/cdev.13227DOI Listing
February 2019
3 Reads

Taxometric Analysis of Secure Base Script Knowledge in Middle Childhood Reveals Categorical Latent Structure.

Child Dev 2019 Feb 21. Epub 2019 Feb 21.

University of Leuven.

Taxometric investigation of scripted attachment representations in lateadolescence and adulthood suggests that variations in secure base script knowledge consist of differences in degree (dimensional latent structure) rather than differences in kind (categorical latent structure). However, the latent structure of secure base script knowledge in younger cohorts has gone unexplored. This study presents a downward extension of prior taxometric work using the middle childhood version of the Attachment Script Assessment in a cross-sectional sample of 639 normative-risk children (age 8 to 13 years; M = 10. Read More

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http://dx.doi.org/10.1111/cdev.13229DOI Listing
February 2019
1 Read

Expressive Vocabulary Predicts Nonverbal Executive Function: A 2-year Longitudinal Study of Deaf and Hearing Children.

Child Dev 2019 Feb 11. Epub 2019 Feb 11.

City, University of London.

Numerous studies suggest an association between language and executive function (EF), but evidence of a developmental relationship remains inconclusive. Data were collected from 75 deaf/hard-of-hearing (DHH) children and 82 hearing age-matched controls. Children were 6-11 years old at first time of testing and completed a battery of nonverbal EF tasks and a test of expressive vocabulary. Read More

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http://dx.doi.org/10.1111/cdev.13226DOI Listing
February 2019

Secure Base Provision: A New Approach to Examining Links Between Maternal Caregiving and Infant Attachment.

Child Dev 2019 Feb 11. Epub 2019 Feb 11.

University of Maryland.

This observational study addressed a critical gap in the understanding of the precursors of infant attachment by examining whether a new conceptualization of maternal caregiving behavior, secure base provision (SBP), explained variance in attachment above and beyond variance explained by sensitivity. Participants included 83 low-socioeconomic status (SES), 4.5-month-old infants (56% male) and their mothers. Read More

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http://dx.doi.org/10.1111/cdev.13224DOI Listing
February 2019

Does Inattention and Hyperactivity Moderate the Relation Between Speed of Processing and Language Skills?

Child Dev 2019 Feb 9. Epub 2019 Feb 9.

University College London.

The causal role of speed of processing (SOP) in developmental language disorder (DLD) is unclear given that SOP has been implicated in other neurodevelopmental disorders such as attention-deficit/hyperactivity disorder. This study investigated associations between SOP, language, and inattention/hyperactivity in a U.K. Read More

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http://dx.doi.org/10.1111/cdev.13220DOI Listing
February 2019
3 Reads

Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis.

Child Dev 2019 Feb 9. Epub 2019 Feb 9.

University of Reading.

Interventions that train parents to share picture books with children are seen as a strategy for supporting child language development. We conducted meta-analyses using robust variance estimation modeling on results from 19 RCTs (N  = 2,594; M  = 1-6 years). Overall, book-sharing interventions had a small sized effect on both expressive language (d = 0. Read More

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http://doi.wiley.com/10.1111/cdev.13225
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http://dx.doi.org/10.1111/cdev.13225DOI Listing
February 2019
12 Reads

Perceptions of Pubertal Timing and Discrimination Among African American and Caribbean Black Girls.

Child Dev 2019 Mar 9;90(2):480-488. Epub 2019 Feb 9.

University of Michigan.

This study used a nationally representative sample of African American and Caribbean Black adolescent females to examine the relation between perceived pubertal timing relative to peers and discriminatory experiences. Participants included the 607 girls who participated in the National Survey of American Life-Adolescent (NSAL-A), and ranged in age from 13 to 17. Most African American girls perceived their development as on-time relative to their same-aged peers; whereas the majority of Caribbean Black girls perceived their development as earlier than their same-aged peers. Read More

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http://doi.wiley.com/10.1111/cdev.13221
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http://dx.doi.org/10.1111/cdev.13221DOI Listing
March 2019
6 Reads

The Development of Nonsymbolic Probability Judgments in Children.

Child Dev 2019 Feb 9. Epub 2019 Feb 9.

University of California, Berkeley.

Two experiments were designed to investigate the developmental trajectory of children's probability approximation abilities. In Experiment 1, results revealed 6- and 7-year-old children's (N = 48) probability judgments improve with age and become more accurate as the distance between two ratios increases. Experiment 2 replicated these findings with 7- to 12-year-old children (N = 130) while also accounting for the effect of the size and the perceived numerosity of target objects. Read More

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http://doi.wiley.com/10.1111/cdev.13222
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http://dx.doi.org/10.1111/cdev.13222DOI Listing
February 2019
6 Reads

The Capricious Nature of Theory of Mind: Does Mental State Understanding Depend on the Characteristics of the Target?

Child Dev 2019 Jan 30. Epub 2019 Jan 30.

University of Otago.

Using a between-groups design and random assignment, this study examined 214 Turkish children's (M = 11.66 years) mindreading and general reasoning about in-group members (Turks), similar out-group members (Syrians within Turkey) and dissimilar out-group members (Northern Europeans). Children heard four mindreading and four general reasoning stories with in-group or out-group members as targets. Read More

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http://dx.doi.org/10.1111/cdev.13223DOI Listing
January 2019

Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties Via Academic Ability and Peer Problems.

Child Dev 2019 Jan 29. Epub 2019 Jan 29.

La Trobe University.

This study investigates associations between trajectories of children's vocabulary development and subsequent behavioral and emotional difficulties via two potential mediating mechanisms; literacy and peer problems. Nationally representative data from 4,983 Australian children were used to examine trajectories of receptive vocabulary (4-5, 6-7, and 8-9 years) and hyperactivity-inattention, conduct problems and emotional symptoms (8-9, 10-11, 12-13, 14-15 years), and literacy and peer problems (8-9 years). Lower growth in vocabulary was related to trajectories of hyperactivity-inattention, conduct problems, and emotional symptoms. Read More

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http://dx.doi.org/10.1111/cdev.13219DOI Listing
January 2019

Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross?

Child Dev 2019 Jan 25. Epub 2019 Jan 25.

Macquarie University.

We examined the cross-lagged relations between reading and spelling in five alphabetic orthographies varying in consistency (English, French, Dutch, German, and Greek). Nine hundred and forty-one children were followed from Grade 1 to Grade 2 and were tested on word and pseudoword reading fluency and on spelling to dictation. Results indicated that the relations across languages were unidirectional: Earlier reading predicted subsequent spelling. Read More

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http://dx.doi.org/10.1111/cdev.13218DOI Listing
January 2019

Developmental Outcomes for Children at High Risk of Dyslexia and Children With Developmental Language Disorder.

Child Dev 2019 Jan 24. Epub 2019 Jan 24.

University of Oxford.

We followed children at family risk of dyslexia and children with preschool language difficulties from age 3½, comparing them with controls (N = 234). At age 8, children were classified as having dyslexia or Developmental Language Disorder (DLD) and compared at earlier time points with controls. Children with dyslexia have specific difficulties with phonology and emergent reading skills in the preschool period, whereas children with DLD, with or without dyslexia, show a wider range of impairments including significant problems with executive and motor tasks. Read More

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http://dx.doi.org/10.1111/cdev.13216DOI Listing
January 2019

Delayed Disaster Impacts on Academic Performance of Primary School Children.

Child Dev 2019 Jan 24. Epub 2019 Jan 24.

University of Melbourne.

Social disruption caused by natural disasters often interrupts educational opportunities for children. However, little is known about children's learning in the following years. This study examined change in academic scores for children variably exposed to a major bushfire in Australia. Read More

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http://dx.doi.org/10.1111/cdev.13200DOI Listing
January 2019

Adolescent Peer Relationship Qualities as Predictors of Long-Term Romantic Life Satisfaction.

Child Dev 2019 Jan 24. Epub 2019 Jan 24.

University of Virginia.

Adolescent-era predictors of adult romantic life satisfaction were examined in a multimethod, prospective, longitudinal study of 165 adolescents followed from ages 13 to 30. Progress in key developmental tasks, including establishing positive expectations and capacity for assertiveness with peers at age 13, social competence at ages 15 and 16, and ability to form and maintain strong close friendships at ages 16-18, predicted romantic life satisfaction at ages 27-30. In contrast, several qualities linked to romantic experience during adolescence (i. Read More

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http://dx.doi.org/10.1111/cdev.13193DOI Listing
January 2019

Measuring and Predicting Individual Differences in Executive Functions at 14 Months: A Longitudinal Study.

Child Dev 2019 Jan 21. Epub 2019 Jan 21.

University of Cambridge.

This study of 195 (108 boys) children seen twice during infancy (Time 1: 4.12 months; Time 2: 14.42 months) aimed to investigate the associations between and infant predictors of executive function (EF) at 14 months. Read More

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http://dx.doi.org/10.1111/cdev.13217DOI Listing
January 2019
2 Reads

Impact of Literacy Interventions on Reading Skills in Low- and Middle-Income Countries: A Meta-Analysis.

Child Dev 2019 Jan 18. Epub 2019 Jan 18.

Florida State University.

Reading skills are foundational for daily lives, academic achievement, and careers. In this study, we systematically reviewed literacy interventions in low- and middle-income countries, and estimated their effects on children's reading skills using a meta-analytic approach. A total of 67 studies (N = 213,464) from 32 countries found in various databases (e. Read More

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http://doi.wiley.com/10.1111/cdev.13204
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http://dx.doi.org/10.1111/cdev.13204DOI Listing
January 2019
10 Reads

Does Child Likeability Mediate the Link Between Academic Competence and Depressive Symptoms in Early Elementary School?

Child Dev 2019 Jan 17. Epub 2019 Jan 17.

Johns Hopkins University.

The present study investigated the role of teacher-rated likeability as a mediator of the relation between low academic competence and depressive symptoms in elementary-aged children. Analyses focused on a sample of children at risk for child maltreatment living in Hawaii (n = 380). Structural equation modeling supported the hypothesized negative relations between academic competence in first grade and depressive symptoms in third grade controlling for correlated constructs (e. Read More

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http://dx.doi.org/10.1111/cdev.13214DOI Listing
January 2019
1 Read

Essentialization of Social Categories Across Development in Two Cultures.

Child Dev 2019 Jan 15. Epub 2019 Jan 15.

Boston University.

Children display an "essentialist" bias in their everyday thinking about social categories. However, the degree and form of this bias varies with age and with the nature of the categories, as well as across cultures. This project investigated the development of the essentialist bias across five social categories (i. Read More

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http://dx.doi.org/10.1111/cdev.13209DOI Listing
January 2019
1 Read

The Me in Memory: The Role of the Self in Autobiographical Memory Development.

Child Dev 2019 Jan 15. Epub 2019 Jan 15.

Abertay University.

This article tests the hypothesis that self-development plays a role in the offset of childhood amnesia; assessing the importance of both the capacity to anchor a memory to the self-concept, and the strength of the self-concept as an anchor. This research demonstrates for the first time that the volume of 3- to 6-year old's specific autobiographical memories is predicted by both the volume of their self-knowledge, and their capacity for self-source monitoring within self-referencing paradigms (N = 186). Moreover, there is a bidirectional relation between self and memory, such that autobiographical memory mediates the link between self-source monitoring and self-knowledge. Read More

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http://dx.doi.org/10.1111/cdev.13211DOI Listing
January 2019
1 Read

Good + Bad = ? Developmental Differences in Balancing Gains and Losses in Value-Based Decisions From Memory.

Child Dev 2019 Jan 15. Epub 2019 Jan 15.

Max Planck Institute for Human Development.

Value-based decisions often involve comparisons between benefits and costs that must be retrieved from memory. To investigate the development of value-based decisions, 9- to 10-year olds (N = 30), 11- to 12-year olds (N = 30), and young adults (N = 30) first learned to associate gain and loss magnitudes with symbols. In a subsequent decision task, participants rapidly evaluated objects that consisted of combinations of these symbols. Read More

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http://dx.doi.org/10.1111/cdev.13208DOI Listing
January 2019
1 Read

Connecting the Dots Between Past and Future: Constraints in Episodic Future Thinking in Early Childhood.

Child Dev 2019 Jan 12. Epub 2019 Jan 12.

University of California, Davis.

Preschoolers have limited capacity to use past experiences to prepare for the future. Two experiments sought to further understand these limitations. Experiment 1 (N = 42) showed that 3- to 4-year olds' difficulty performing anticipated future actions was constrained by their memory for relevant past actions, especially those including temporal information. Read More

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http://doi.wiley.com/10.1111/cdev.13212
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http://dx.doi.org/10.1111/cdev.13212DOI Listing
January 2019
10 Reads

Erratum.

Authors:

Child Dev 2019 Jan 28;90(1):314-315. Epub 2018 Nov 28.

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http://dx.doi.org/10.1111/cdev.13187DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6394410PMC
January 2019
1 Read

Role Fulfillment Mediates the Association Between Daily Family Assistance and Cortisol Awakening Response in Adolescents.

Child Dev 2019 Jan 10. Epub 2019 Jan 10.

University of North Carolina at Chapel Hill.

Family assistance (helping the family) is associated with both positive and negative psychological and biological outcomes during adolescence. However, the association between family assistance and the hypothalamic-pituitary-adrenal (HPA) axis remains unstudied. Thus, we assess how helping the family relates to adolescents' diurnal cortisol, an index of HPA activity, and psychological outcomes. Read More

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http://doi.wiley.com/10.1111/cdev.13213
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http://dx.doi.org/10.1111/cdev.13213DOI Listing
January 2019
7 Reads

Infant Attachment Insecurity and Baseline Physiological Activity and Physiological Reactivity to Interpersonal Stress: A Meta-Analytic Review.

Child Dev 2019 Jan 10. Epub 2019 Jan 10.

University of Denver.

This meta-analytic review (k = 5-10; N = 258-895) examined links between attachment insecurity and physiological activity at baseline and in response to interpersonal stress elicited by separation-reunion procedures in the early life course (1-5 years). Insecurity was trivially, nonsignificantly associated with baseline physiological activity (heart rate [HR]: g = -.06; respiratory sinus arrhythmia [RSA]: g = -. Read More

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http://doi.wiley.com/10.1111/cdev.13205
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http://dx.doi.org/10.1111/cdev.13205DOI Listing
January 2019
10 Reads

Third-Party Sociomoral Evaluations in Children With Autism Spectrum Disorder.

Child Dev 2019 Jan 8. Epub 2019 Jan 8.

Peking University.

We examined explicit and implicit processes in response to third-party moral transgressions in children with autism spectrum disorder (ASD). Twenty 4- to 7-year-old children with ASD and 19 typically developing controls evaluated dynamic visual stimuli depicting intentional or accidental harm to persons or damage to objects. Moral evaluations, eye fixations, and pupil dilations toward the stimuli were collected. Read More

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http://doi.wiley.com/10.1111/cdev.13206
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http://dx.doi.org/10.1111/cdev.13206DOI Listing
January 2019
20 Reads

The Interplay Between Multisensory Associative Learning and IQ in Children.

Child Dev 2019 Jan 8. Epub 2019 Jan 8.

La Trobe University.

This study assessed the developmental profile of unisensory and multisensory processes, and their contribution to children's intellectual abilities (8- and 11-year olds, N = 38, compared to adults, N = 19) using a simple audiovisual detection task and three incidental associative learning tasks with different sensory signals: visual-verbal with pseudowords, novel audiovisual, and visual-visual. The level of immaturity throughout childhood was dependent on both, the sensory signal type and the task. Associative learning was significantly enhanced with verbal sounds, compared to novel audiovisual and unisensory visual learning. Read More

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http://dx.doi.org/10.1111/cdev.13210DOI Listing
January 2019
1 Read

The Developmental Sequence and Relations Between Gesture and Spoken Language in Toddlers With Autism Spectrum Disorder.

Child Dev 2018 Dec 31. Epub 2018 Dec 31.

University of California, Davis.

In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication skills across five stages (gestures, word approximations, first words, gesture-word combinations, and two-word combinations) were assessed monthly by blind raters for toddlers with ASD participating in an randomized control trial of parent-mediated treatment (N = 42, 12-30 months). Read More

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http://dx.doi.org/10.1111/cdev.13203DOI Listing
December 2018
1 Read

How Infants' Arousal Influences Their Visual Search.

Child Dev 2018 Dec 31. Epub 2018 Dec 31.

Uppsala University.

The influence of arousal on visual attention was examined in 6.5-month-old infants (N = 42) in the context of a visual search task. Phasic increases in arousal were induced with brief sounds and measured with pupil dilation. Read More

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http://dx.doi.org/10.1111/cdev.13198DOI Listing
December 2018
1 Read

Dyscalculia and Typical Math Achievement Are Associated With Individual Differences in Number-Specific Executive Function.

Child Dev 2018 Dec 31. Epub 2018 Dec 31.

Vanderbilt University.

Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during differing congruency conditions, executive function, and mathematics achievement measured longitudinally in children (n = 448) from ages 4 to 13. This relation was investigated across achievement groups and as it related to mathematics across the full range of achievement. Read More

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http://dx.doi.org/10.1111/cdev.13194DOI Listing
December 2018
2 Reads

Family Stress Processes and Children's Self-Regulation.

Child Dev 2018 Dec 26. Epub 2018 Dec 26.

University of Virginia.

Economic hardship can affect children's development through child-caregiver interactions, which may mediate cascading effects of other family stress processes. This study examined, simultaneously, the relations of financial strain, caregiver general stress, and child-caregiver conflict-each measured at two time points-with child self-regulatory outcomes in a high-poverty sample (age 5-7 years; n = 343). Increase in child-caregiver conflict mediated negative relations between other processes and development of executive function. Read More

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http://dx.doi.org/10.1111/cdev.13202DOI Listing
December 2018
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Children's Initial Responses and Beyond: Effects of Niceness and Similarity on Preference, Giving, and Memory.

Child Dev 2019 Mar 20;90(2):432-440. Epub 2018 Dec 20.

Yale University.

This study assessed children's preference, giving, and memory to investigate the impact of social information over time. We compared 5- and 6-year-olds' (N = 144) immediate or delayed responses to an individual who does or does not share their toy preference (similar vs. dissimilar) or an individual who treats others kindly or poorly (nice vs. Read More

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http://dx.doi.org/10.1111/cdev.13196DOI Listing
March 2019
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Parent-Child Math Talk About Fractions During Formal Learning and Guided Play Activities.

Child Dev 2018 Dec 19. Epub 2018 Dec 19.

University of Maryland.

This study examined parent-child math talk within three contexts (formal learning; guided play; unguided play) in order to identify characteristics of activities supporting high-quality math engagement. Seventy-two dyads of parents and 4- and 5-year-olds were observed using a set of toy foods; instructions and materials varied across conditions. Parents and children engaged in the most math talk in formal learning; guided play also yielded more math talk than unguided play. Read More

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http://dx.doi.org/10.1111/cdev.13199DOI Listing
December 2018
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Dual Language and English-Only Learners' Expressive and Receptive Language Skills and Exposure to Peers' Language.

Child Dev 2019 Mar 19;90(2):471-479. Epub 2018 Dec 19.

Loyola University Chicago.

This study examined dual language learners' (DLLs n = 24) and English-only (EO n = 20) children's expressive and receptive language in kindergarten (M  = 5.7 years) as well as the relation to peers' language use. Expressive language skills (vocabulary diversity, syntactic complexity) were measured in the fall, winter, and spring (2014-2015 year). Read More

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http://dx.doi.org/10.1111/cdev.13197DOI Listing
March 2019
3 Reads